Preparation is the cornerstone of good teaching. Using the visual and performing arts to enhance literacy learning takes well designed planning especially when the student population has unique learning needs. This chapter offers some suggestions for how to begin the planning process in the design of lessons to present the content which deals with literacy.

When formulating plans for how to begin this process, the teacher has to adhere to the state and district standards in the instruction of reading and writing. Following the benchmarks and objectives of the district and state provides the foundation for all planning. Individual education plans address the specific needs of each student within the framework of planning and delivering literacy instruction. The objectives for students are written in measurable language and should be specific for assuring mastery in the content material.

Areas of curricular content to be addressed in the design of art and literacy should include the language arts.

Chapter 9: Lesson Planning

Lesson Summary:

The lesson introduces a book of fiction or non-fiction that the students will read over a one month period. The purpose is to enhance literacy learning.by using written texts coupled with art instruction.

Pre-assessment:

Conduct conversations about select vocabulary.Give oral quizzes to determine prior knowledge of student on the subject of the text chosen

Instructional Procedures:

The instruction follows the phases which have been outlined in this text. Differentiation of instruction is addressed within these phases.

A. Students will employ a wide range of strategies as they communicate verbally and non-verbally with teacher and in front of peers about the text.

B. Students will use different writing process elements to communicate about the text.

C. Students will evidence knowledge of language structure and language conventions (e.g. spelling & punctuation, etc.) when writing about the text.

II. Expectations

A. Students will re-tell text story, using verbal and non-verbal communication strategies.B. Students will use written language, as appropriate, to re-tell the text.C. Students will re-tell text story, evidencing knowledge of language structure and conventions.

A. New vocabulary is presented with picture and labelB. Students ‘act out’ the word or conceptC. Students may draw a picture of the word or conceptD. Chapter summary done conventionally or with writing with symbolsE. Students use chapter summary for homework with parents for practice and reinforcement F. Students retell story, using appropriate prompts such as pictures, writing with symbols, chapter summary, sentence strips, etc.G. Students begin portfolios with drawings, labels or photos, sentence strips or self-written sentences.H. Students create 3D dioramas to illustrate scenes from storyI. Use fieldtrips to supplement and enrich vocabulary and concept developmentJ. Produce student made videos of text chapters with sets and costumes, etc.

B. Retelling of chapter 1. build a 3D display of text chapter by chapter 2. independently retell using chapter 3D diorama 3. point to objects on diorama for single words or phrases 4. answer teacher made questions about chapter